The Centre for Literacy is implementing the research and development project 'EduRoboKids' to introduce social robots as teaching and learning assistants in educational contexts.
Do you recall the chore of memorising English vocabulary as a child in school? How much more interesting would it have been to study the words through fun, interactive activities with a social robot instead? Due to exciting advances in educational technology and the field of robotics, the second scenario is now possible and could soon be a reality in modern classrooms.
EduRoboKids is a cutting-edge research and development project currently being run by Professor Charles L. Mifsud and the team at the Centre for Literacy of the University of Malta. They are exploring how interacting with social robots in learning scenarios can support the learning and literacy development of primary school students. This is being made possible through a grant by the Residency Malta Agency.
What is a social robot?
As technology marches further ahead, assistive robots are becoming more commonplace in modern life to help us with household chores, do the heavy lifting at Amazon warehouses or even assist medical teams to perform heart surgery. Social robots (SARs) are a unique type of assistive robot that blend a virtual agent with a physical body which often resembles that of a human. These ‘humanoids’ typically have limited expressivity and basic human-like behaviour including movement and speech.
They can communicate through vocal interactions and body language and are able to carry out pre-programmed activities, including playing games and dancing. ‘Tommy’ our social robot, can gesture expressively, track faces, imitate eye contact by moving its head, replicate emotions by lighting up the contours of the eyes in different colours , and record environmental information using cameras and sensors. Tommy is currently being programmed by our team in collaboration with educators across Malta, to deliver educational content which can be personalised to meet the needs of individual learners, including those with ASD and specific learning needs.
How can a social robot support learning?
Social robots are fast becoming a global phenomenon and interest in robots and education is increasing. Social robots may become the next paradigm-shifting tool in education, just like personal computers. They offer an alternative use of robots in education. Rather than the robot being used to teach students about robotics or technology as is the practice in STEM education, students and teachers can engage with the robot itself as a unique embodied agent, to work on social and communication skills, language learning and academic skills. The content of child-robot interactions (CRI) can be pre-programmed to deliver curricular goals or learning goals personalised to the individual child.
Teachers reading this may naturally have fears that social robots could eventually replace them or be shown to result in better learning outcomes, in reality social robots are not being designed to take over from teachers. Common roles for them include peer learner, teaching assistant, interaction partner, or a novice who the student is required to teach.
One of the most documented applications of social robots, to date, is in working with children with Autism Spectrum Disorders (ASD). Existing evidence suggests that children with ASD have a preference for technological systems and possess magnified “systemising” skills. The predictability of robot behaviour could also be an advantage in helping them understand and practise social skills in a more controlled setting before venturing out into the complex human social world. Social robots can be used in therapeutic activities by delivering skill-building interventions, ideally under the guidance of a professional in the field of autism education. Some examples of skills which social robots have been demonstrated to improve in children with ASD are; communication, imitation, and turn-taking.
Given the fast-paced nature of the development and adoption of social robots, it is critical that researchers, policy-makers, administrators and practitioners understand these devices and the best practices in their deployment. We hope to build upon the growing bank of research in the area of social robots in education, by bringing 'Tommy' into classrooms in Malta and Gozo to work with our children. In this way the technology can be safely and effectively applied to help children and teachers achieve their learning outcomes.
Victoria Smith Lyons is a Research Officer with the Centre for Literacy at the University of Malta, currently working on the EduRoboKids project. She is a Board Certified Behaviour Analyst (BCaBA) and music therapist. Victoria has extensive clinical experience in supporting children on the autism spectrum and their families in various international contexts. She has worked in education for more than 10 years, as both a teacher and therapist, and is committed to evidence-based practice in working with children to facilitate learning. She said that "We expect that the unique linguistic landscape in Malta will provide a rich context for applied research in this field. We look forward to sharing this innovative educational technology with schools, parents and the wider community. This will help us to prepare for future exciting developments in Education."
Professor Charles L. Mifsud, the Director of the Centre, emphasised that "The main goal of the project is to bring cutting-edge technologies to the classroom situation in order to facilitate learning and increase levels of motivation. We are delighted by the positive response of the children, parents and educators so far. Even usually reluctant learners are willing to participate."
